The impact of using the integration approach between science and math on acquiring the skills for solving scientific problems for fourth grade students

This study aimed to investigate the impact of using the integration approach between science and math on acquiring the skills for solving scientific problems for fourth grade students of Basic Education in the Sultanate of Oman. The study sample consisted of 117 fourth grade students selected from one Basic Education school. The sample was divided into two groups: an experimental group, which consisted of 59 students who studied scientific activities integrated with mathematical knowledge and skills through the teacher guide which was designed specifically for the purpose of the study. The second group was the control group, which consisted of 58 students who studied the same activities through the conventional method of teaching. The experimental group students were taught by a cooperating teacher who had received training on how to employ the integrated activities. Both groups studied the same topics for eight weeks during the second semester of the academic year 2008/2009. To answer the research question, a posttest for scientific problem-solving skills with a reliability value of (0.88) was prepared and administered for both groups. Results revealed that there was a statistically significant difference at (α = 0.05) between the two groups in scientific problem-solving skills in favour of the experimental group. The study also showed that there was a statistically significant growth of scientific problem-solving skills in the experimental group. Accordingly, the study recommends training students to use integrated activities which require implementation of mathematical skills and processes in order to solve scientific problems in science.